Introduction
The English language learners (ELLs) are those individuals who represent a diverse population of students who came from different countries, have a different background, and speak various languages. Mainly, they are united only by the desire to master English. They need some adjustment period to be ready to cope with the difficulties that await them. Teachers can assist them greatly, as they create a positive social and emotional environment, promote collaboration and teamwork (Honigsfeld & Dove, 2010). In this way, they should utilize various ELL concepts that allow meeting the needs of their learners.
English Language Learner Concepts
Due to this class, I got to know that while studying, ELLs may operate in the classroom environment, English second language (ESL) one, or home environment represents three unlike personalities. A classroom persona tends to be lost during the lessons. One can look bored and tired. An ESL persona is active and enthusiastic, supported by the class. Home persona uses language to solve adult problems and serves as an interpreter for the members of the family.
To make the learning and teaching processes appropriate for all ELLs, professionals need to pay attention to the learners’ cultural peculiarities and be the facilitators of learning. As newcomers to the USA, ELLs face a range of cross-cultural conflicts due to the distinct values, behaviors, and beliefs.
They may experience miscommunication and be discouraged to study further. As it turned out, the most significant task for the teachers is not to deepen into students’ cultures but to analyze their cultural peculiarities and interpret them to the learners so that they can feel comfortable in the new environment, which refers to the concept of ethnocentricity (Ariza, 2009). ELLs may suffer from cultural shock, which affects the way they perceive new culture adversely.
Still, they are likely to adjust soon when they receive assistance and support. ELLs also bring their experience related to classroom behavior, which can differ from the US one. Even though such things seem to be general, they require additional explanations to know how to act, what to emphasize, where to look for advice, etc.
The main goal for the ELLs is to master the language, which they study. It is considered that ESL has more chances to learn English and make a rapid and substantial improvement in comparison to those for whom English is just a foreign language (Krashen & Terrell, 1983). Still, individuals with different experiences can be present in class, so it is critical to adapt the program to satisfy the needs of all students.
To reach this, they can use various methodologies and approaches. For example, the language experience approach (LEA) can be rather advantageous when working on the beginning level literacy. As it turned out, it is also a great way to unite a group and create a positive and supporting environment, as they focus on the description of some familiar experience, which is written down by a teacher.
Such an approach is also beneficial for ELLs with special needs. Having particular disabilities that refer to memory peculiarities, language processing, auditory processing or even physical issues such as problems with vision or hearing sense, students fall behind the group unless effective instructional strategies are adopted. To select them, professionals need to focus on “working with culturally and linguistically diverse families”, as the background their students have is the starting point for their future progress (Ortiz, 2001, p. 1).
Interestingly, they can meet ELLs’ special needs not only considering their disabilities but also emphasizing culture and shared experiences. As they are not likely to succeed in mastering the language, all possible assistance is critical to them. It is underlined that ELLs with disabilities will achieve more when they work apart from those who require special education so that they can have more in common and do not have to reach the level of those learners to be appreciated.
Application to Future Teaching
As an ELL teacher, I would do my best to get to make the classroom environment appropriate for different students and to meet their needs. First of all, I would try to receive as much information about their background as possible to define the differences in the US and their native practices and beliefs. Thus, I will know what is to be explained and what approach can bring the most benefit.
I will make home visits to receive some background for effective instruction and see how I can assist (Ariza, 2009). I will analyze the data received from all students and identify those experiences that affect learning more than others (Salend & Salinas, 2003). Thus, I will be able to develop an appropriate educational plan for the whole class. I will use this knowledge to help the class obtain shared experiences that they can use as the basis for learning, such as themes for conversation. The focus will be made on social speech because it is the main thing needed in everyday life (Walqui, 2002).
References
Ariza, E. (2009). Not for ESOL teachers: what every classroom teacher needs to know about linguistically, culturally, and ethnically diverse student. New York, NY: Pearson.
Honigsfeld, A., & Dove, M. (2010). Who are our ELLs?
Krashen, S. & Terrell, T. (1983). The natural approach. New York: Pergamon Press.
Ortiz, A. (2001). English language learners with special needs: Effective instructional strategies.
Salend, S. & Salinas, A. (2003). Language differences or learning difficulties. Teaching Exceptional Children, 35(4), 36-43.
Walqui, A. (2002). Conceptual framework: Scaffolding instruction for English learners. San Francisco, CA: WestEd Pub.